Persoonlijke Leeromgevingen

2,417 views
2,388 views

Published on

Pushing the boundaries of the VLE (II)
personal learning & web 2.0,
Scott Wilson, CETIS
(CC licensed)

Published in: Technology, Education
1 Comment
8 Likes
Statistics
Notes
No Downloads
Views
Total views
2,417
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
0
Comments
1
Likes
8
Embeds 0
No embeds

No notes for slide
  • Persoonlijke Leeromgevingen

    1. 1. Pushing the boundaries of the VLE (II) personal learning & web 2.0 Scott Wilson, CETIS This work is licensed under a Attribution-NonCommercial-ShareAlike 2.0 licence http://www.cetis.ac.uk/members/scott/foaf.rdf
    2. 2. Or, the non-enterprisey, post-industrial, un-VLE (?)
    3. 3. How did we get here?
    4. 6. Web 2.0?
    5. 8. The JISC PLE project <ul><li>Articulate and understand the educational context (LLL, LWL, IL) </li></ul><ul><li>Identify the technologies needed </li></ul><ul><li>Model the space </li></ul><ul><li>Develop prototypes to help explore </li></ul><ul><li>Stimulate a public discussion </li></ul>
    6. 10. Future VLE: Scott Wilson
    7. 11. Web 2.0 Meme Map - Tim O'Reilly
    8. 12. Digital Lifestyle Aggregator - Marc Canter
    9. 13. Dave Tosh: Personal Learning Landscape
    10. 14. Weblog and Aggregation Organisational Online Communication Model - James Farmer
    11. 18. Learning Networks <ul><li>Combining formal and informal learning episodes </li></ul><ul><li>Using shared goals to forge a social identity </li></ul><ul><li>Symmetry of experience in informal and formal discovery and action </li></ul><ul><li>Global community of peers </li></ul><ul><li>The Long Tail </li></ul>
    12. 19. Learning networks <ul><li>In the future, will learners already be part of a learning network before joining a course? </li></ul><ul><li>Will they have a pre-existing community of peers? </li></ul><ul><li>Inversion - can institutions be facilitators of learning networks instead of purveyors of courses? </li></ul><ul><li>Is the orientation to competences a way forward? </li></ul>
    13. 22. Models of PLEs <ul><li>Device (e.g. phone, PDA) </li></ul><ul><li>Browser (e.g. Flock, Firefox) </li></ul><ul><li>Aggregator and publisher (e.g. Plex, iTunes) </li></ul><ul><li>Web desktop (e.g. Netvibes, Pageflakes) </li></ul><ul><li>Blog-centred mashup </li></ul><ul><li>Ad-hoc (e.g. interplay of various sites) </li></ul>
    14. 23. But! <ul><li>A PLE is personally constructed and discovered - you don’t “provide a PLE” like you provide the VLE. Its not a box </li></ul><ul><li>Working with PLEs is about tailoring the infrastructure to be supportive </li></ul><ul><li>Coordination in PLEs can be emergent </li></ul><ul><li>(More from Chuck later on the SOAUI?) </li></ul>
    15. 25. [netvibes]
    16. 26. Blog add-ons
    17. 27. Adaptation strategies for web 2.0 <ul><li>Ignore </li></ul><ul><li>Co-opt: ‘embrace & extend’ </li></ul><ul><li>Invert: contribute & support </li></ul>
    18. 28. 1. Ignore
    19. 29. added by me using GreaseMonkey
    20. 30. 2. Co-opt <ul><li>Requires subtlety, and understanding of different social factors and affordances of informal and formal learning </li></ul>
    21. 34. 2. Inversion <ul><li>PLE is an inversion strategy, and is potentially disruptive </li></ul>
    22. 35. VLE -> PLE Asymmetric Symmetric PLE Symmetric Asymmetric VLE User context User capabilities
    23. 37. Transformation demands <ul><li>From hosting to consultancy (HE no longer an ISP or corporate IT provider) </li></ul><ul><li>From closed to open ethos: on content, systems, processes </li></ul><ul><li>Adding value to the Internet, not duplicating functionality with added control mechanisms </li></ul>
    24. 38. Contributing <ul><li>Our information - data, research, publications, content via open web APIs </li></ul><ul><li>Our expertise </li></ul><ul><li>Our offerings and products </li></ul><ul><li>Our role as facilitators, guides, and trusted source </li></ul>
    25. 42. Pragmatic approaches? <ul><li>Keep providing VLEs and other institutional e-learning solutions but open up the content and provide APIs so it can be incorporated into PLEs </li></ul><ul><li>Support user-supplied technologies in new infrastructure development (Wi-Fi, shared screens, flexible spaces instead of labs) </li></ul><ul><li>Incorporate useful functionality into the VLE from elsewhere via Web APIs </li></ul>
    26. 43. Cont’d <ul><li>Support flexible e-learning with or without the VLE at center stage, using other web services and applications where they add value </li></ul><ul><li>Move administrative functionality into a service layer (e.g., using the e-Framework) and expose via VLE or PLE </li></ul>
    27. 44. Dank u wel! <ul><li>[email_address] </li></ul><ul><li>http://www.cetis.ac.uk/members/scott </li></ul><ul><li>http://www.cetis.ac.uk/members/ ple </li></ul><ul><li>http://del.icio.us/tag/ple </li></ul>

    ×